CHAPTER 20: SEQUENCING VIDEO ACTIVITIES

Hello my dear A12T Students,


COMMON VIDEO TEACHING TECHNIQUES:

Technique 01: Fast Forward. T. asks what segment was about or what the characters are saying.
Technique 02: Silent Viewing (for language). T. asks what the characters are saying.
Technique 03: Silent Viewing (for music). T. asks what kind of music Ss. would put behind it and why. Did the Ss. choose the right mood?
Technique 04: Freeze frame. T. asks Ss. what they think will happen next or what the characters will say.
Technique 05: Partial Viewing. T. covers the screen with pieces of cardboard. Ss. are to guess.

EXAMPLE 1:

Objective: Witness Statement

Step 01: T. asks Ss. to watch the video segment and to remember as much as possible.
Step 02: Ss. share ideas of what they have seen for 2 minutes..
Step 03: T. posts questions on the board or orally.
Step 04: Ss. answer questions in pairs for 3 minutes.
Step 05: Ss. check answers with another couple or group.
Step 06: Ss. watch again.
Step 07: T. provides feedback.

EXAMPLE 2:

Objective: Subtitles. Comparing languages

Step 01: T. brings discussion on film subtitles in general.
How accurate are they? Why do they sometimes miss out bits of dialogue?
Step 02: T. instructs Ss. should concentrate on the story.
Step 03: T. plays silent viewing with subtitles on.
Step 04: Whole class discussion. What have Ss. seen?
Step 05: T. stops at every subtitle so Ss. write down their predictions on what the characters are saying.
Step 06: Ss. check answers in pairs.
Step 07: Ss. watch segment again.
Step 08: T. provides feedback.

EXAMPLE 3:

Objective: Different season/different sex. Making changes

Step 01: Ss. watch excerpt.
Step 02: T. discusses content, grammar, and vocabulary.
Step 03: Ss. watch excerpt again.
Step 04: T. asks Ss. to imagine how the scene would be different: their dialogue, their clothing, and their behaviour.
For example:
different season (icy winter instead of summer): How would the scene be different if it were winter?
sex of characters reversed: How would it be different if the characters' sex were reversed?

EXAMPLE 4:

Objective:News bulletin. Presenting information clearly.

Step 01: T. asks Ss. to watch news bulletins and analyze the language that is particular to this genre.
Step 02: Ss. decide in groups the stories and the order of the stories they will talk about.
Step 03: Ss. write the scripts of the news stories.
Step 04: T. videotapes Ss. broadcasting their news stories.
Step 05: T. gives feedback.

EXAMPLE 5:

Objective: Put it on screen. Acting from a script and interpreting text.

Step 01: Ss. read a story.
Step 02: T. asks Ss. to disregard illustration that may come with the reading passage.
Step 03: T. asks Ss. to edit and prepare their own versions of the stories.
Step 04: T. films the Ss.´ version.
Step 05: Ss. can even change the ending of the story with their own version.

EXAMPLE 6:

Objective: The grammar lecture. Language description.

Step 01: Ss. select, or are given, a particular grammar topic.
Step 02: T. gives ideas about sources of information for their research.
Step 03: T. asks Ss. to do their research.
Step 04: Ss. film the lecture with acted out examples.
Step 05: T. gives constant tutoring.

CHAPTER 19: SEQUENCING SPEAKING ACTIVITIES

Hello my dear A12T Students,

EXAMPLE 1:

Objective: Communication game

Step 01: 4 or 5 Ss. are chosen to be a panel of experts. They sit in the front of class.
Step 02: The class chooses a topic for the experts: soccer, volleyball, etc.
Step 03: All Ss. write down the questions they want to ask the "experts" in pair or in groups.
Step 04: Ss. ask the questions to the experts. Experts can only say one word at a time.
Step 05: The last S finishes the story with one word.
Step 06: T. provides feedback as necessary

EXAMPLE 02: FILMS

Objective: Questionnaire

Step 01: T. brings schema. T. asks about the most popul.ar films.
Step 02: T. explains task: Which of these films is the most popular among us. Find out.
Step 03: T. hands in the form on page 277.
Step 04: Ss. do the task by completing their chart with their partner's responses. Provide the language that is necessary.
Step 05: T. promotes discussion on different topics related to the films: favorite actors, the best part of it, etc..

Example 03:

Objective: Whose Line is it anyway, Improvisation game

Step 01: T. asks if Ss. know TV show. Tell Ss. they will play a game.
Step 02: Ask for 2 Ss. to come forward.
Step 03: Ask Ss. to choose who these volunteers are: Ask for creativity
Step 04: Ask Ss. to choose where these volunteers are: the street, a cinema, etc.
Step 05: Ask Ss. to think of what these volunteers are going to talk about.
Step 07: T. gives (optionally) a secret card telling the volunteers how they speak: politely, romantically, etc. so Ss. can guess at the end of their turn.
Step 08: The two volunteers start the activity. You can give the volunteers some preparation time. They have to improvise who, where, and what they are talking about to get points according to the audience ratings.

EXAMPLE 4:

Objective: discussion

Step 01: T. brings schema.
Step 02: T. gives floor map with information on it. (or Ss. turn to page 279 on their books). T. asks Ss. to look at it briefly. T. pre teaches some of the difficult vocabulary (not necessarily all of it).
Step 03: T. explains task. Ss. have to decide which bedroom would be the most suitable for each member of the family. Optionally, Ss. choose two members of the family and say how these members would decorate and furnish their rooms.
Step 04: T. provides a useful expression chart on board, on a flip chart, or on a piece of paper for Ss. to use as they discuss their choices.
Step 05: T. asks Ss. to report to class.
Step 06: T. gives feedback if appropriate.

EXAMPLE 5:

Objective:

Step 01: Bring schema.
Step 02: Set the scene.
Step 03: Explain task.
Step 04: Present useful expression on a chart.
Step 05: Assign roles. Ss. moves.
Step 06: Ss. start activity. Give time.
Step 07: T. circulates and gives feedback:
a. recording mistakes
b. gentle correction
Step 08: Ss. report.
Step 09: T. gets it right (points out recorded mistakes ).

CHAPTER 18: SEQUENCING WRITING ACTIVITIES

Hello my dear A12T Students,

EXAMPLE 1:

Objective: Punctuating a text

Step 01: Ss. look at the pctures on page 262. They describe what they might be about.
Step 02: T. explains task: Ss. have to listen to passage and punctuate.
Step 03: Ss. work individually first. T. reads passage.
Step 04: T. makes Ss. compare their answers in groups of 3.
Step 05: T. circulates and gives assessment.
Step 06: T. places flip chart with passage on the board and asks Ss. to take turns coming to the front to punctuate. Use the "Choose a victim technique"
Step 07: T. checks and gives feedback.
Step 08: T. wraps up : Remember to use commas, apostrophes, capital letters, and full stops.

EXAMPLE 2:

Objective: Writing Movie Reviews

Step 01: Look at the collection of reviews.
Step 02: Ask them to answer the questions about them.
Step 03: Show them a video.
Step 04: Show the video again and ask them to make notes.
Step 05: Ask them to draft their reviews.
Step 06: T. gives constructive feedback to Ss.
Step 07: Ss write final version of their reviews.
Step 08: The class votes for the best one. T. posts their reviews on a bulletin board.

EXAMPLE 3:

Objective: Running Dictation

Step 01: Ss. are asked whether they enjoy poetry or not. T. elicits answers from Ss.
Step 02: T. explains they will work with a poem and posts the poem in front on the board.
Step 03: S. form groups of 5.
Step 04: T. explains task and checks comprenhension.
Step 05: Ss. start activity. The first representative goes to board, reads from poem, memorizes a line, goes back to group, and dictates.
Step 06: A second representative does the same things from step 05.
Step 07: Activity goes on until first groups finish with task.
Step 08: T. checks the whole version of their poems.

Step 09: T. asks Ss. to write a reaction about what the poem means to them. Give 5 minutes to freewrite on their reactions.

Step 10: T. moves around giving proper feedback.

EXAMPLE 4:

Objective: Story circle. Writing a narrative.

Step 01: Ss. are told they will write a story. Explain the task.
Step 02: Ss. are put in groups of 5.
Step 03: T. dictates the first sentence and Ss. copy on their piece of paper.
Step 04: T. asks Ss. to creatively write the next sentence to follow the story.
Step 05: The teacher tells the students to continuously pass their paper to the person on their left to write a new sentence until the papers return to the original owners.
Step 06: T. forces the last person to write the end of the story.
Step 07: Ss. are encouraged to read the final story.
Step 08: T. gives feedback making sure that the stories are heard by the whole class.

EXAMPLE 5:

Objective: Note taking techniques, looking at notes.

Step 01: T. asks Ss. when they would need to take notes.
Step 02: T. points out they can use abbreviations, puntuacion, initials, drawings, etc. to take notes. T. asks Ss. when would they find these helpful.
Step 03: T. asks if Ss. have their own note taking techniques.
Step 04: T. asks Ss. to look at the symbols on page 266 and are asked to write examples of each in an appropriate context.
Step 05: Ss. look at the passage on page 266. They are asked to try to figure out what it means
Step 06: T. shows other note taking techniques (spidergrams, numbered points, etc.) for Ss. to determine which one suits their personal style.

EXAMPLE 6:

Objective: Report writing.

Step 01: T. brings schema by asking Ss. opinions on the topic: What do you think of women's role in society? or so.
Step 02: T. makes Ss. pay attention to passage on page 267: Everybody, we'll find out more interesting information about women in the U.S. on page 267.
Step 03: T. goes over passage quickly. Then, T. explains task: You have to work in groups of 3. You've got 4 minutes to decide which topics go together to make a coherent paragraph. T. chcks comprehension: Matias, what do you have to do in this task? Are you going to work in pairs or groups? and so on. Call on different Ss.
Step 04: Ss. work on task: Ok, start discussing right now. Which topics do you think could go together? Remind of time constantly: 4, 3, 1 minute left!! Hurry!
Step 05: Ss. individually choose one of their paragraphs and use cohesive devices such as: whereas, but, in spite of the fact, etc. Give 5 minutes or so.

Step 06: As a group, each S. they organize which paragraph goes firs, next, and last. Give time and make them write their final report.

Step 07: T. posts on bulletin or web site. Ss. discuss which one is more coherent or easy to read.